Just last week it was announced in New York City that three failing public schools would be closing. With a total enrollment of 217 students, there really was no other choice. Indeed, it was such a no-brainer that even United Federation of Teachers president Michael Mulgrew didn’t threaten anyone with bodily harm over the decision. But Mulgrew’s acquiescence is a rarity for him and other teacher union leaders.

Like a failing business, when a school goes bad it should close. This phenomenon is occurring more and more in big cities, especially when families are given choices. If there is a charter school available that suits their needs, parents will yank their kid out of the failing traditional public school the first chance they get. But the teachers union bosses’ default position is that a failing school should never be closed; a piece on the National Education Association website tries feebly to make that case. Penned by in-house writer John Rosales, “Closing Schools: Privatization Disguised as ‘Accountability’” is typical union claptrap in which shibboleths and lies predominate:

When they close schools, they are closing hospitals, grocery stores and police stations … . This is a human rights issue … . School closings are not isolated incidents but rather a movement toward privatization.

In reality, a public school closes when parents stop sending their kids there because it doesn’t live up to its mission, which is to educate students in a safe environment. In fact, a recent study conducted in Ohio by the Fordham Institute shows – not surprisingly – that displaced students typically receive a better education in a different setting.

Three years after closures, the public-school students had gained, on average, what equates to 49 extra days of learning in reading — gaining more than a year of achievement growth, as measured by state reading exams. In math, they gained an extra 34 days of learning, as measured by state math exams. In the charter sector, displaced students also made gains in math — 46 additional days.

But then again, there are schools that union leaders do think should be shut down – charter schools, especially the non-unionized ones, and especially those run by one Eva Moskowitz. In fact, New York’s UFT has begun that process by calling for a moratorium on new Moskowitz-led Harlem Success Academy charters. The unionistas are ecstatic because they think they finally have something on the operator of 34 extraordinarily successful schools. In late October, it was revealed that one of her schools’ principals had a “to go” list of undesirable kids. The principal was reprimanded by Moskowitz, which should have ended the story. But the unions continue to act as if they’ve discovered the mother lode, which, of course, is silly. Even if Moskowitz is guilty as charged, it should be noted that traditional public schools – with the blessing of the unions – have a long history of removing and transferring undesirables, either to other public, continuation or opportunity schools.

Another example of teachers unions fighting a successful education enterprise is in Washington, D.C. where the Opportunity Scholarship Program has been a raving success. The federally funded program, which has been in the NEA’s crosshairs since its inception in 2004, has led to greater parental satisfaction and school safety, as well as higher graduation rates and test scores than those of the public schools the voucher students had escaped. But despite the program’s success, the DCOSP schools are private and not unionized, and that is what matters to organized labor. The NEA claims that vouchers are not “real” education reform and that “opposition to vouchers is a top priority for NEA.” In 2009, NEA president Dennis Van Roekel wrote a threatening letter to every Democratic member of Congress advising them that NEA “strongly opposes any extension of the District of Columbia private school voucher … program.” And just last week, due to strong union-fueled Democratic opposition and undemanding Republicans, the program was not reauthorized, although its funding has been retained for another year.

So the union fights to knock out successful charters and privatization programs but keep traditional public schools open no matter what miserable failures they are. And they are doing this for the children, of course.

Larry Sand, a former classroom teacher, is the president of the non-profit California Teachers Empowerment Network – a non-partisan, non-political group dedicated to providing teachers and the general public with reliable and balanced information about professional affiliations and positions on educational issues. The views presented here are strictly his own.